School Non-Attendance Flashcards
Understanding SNA Psychological Theories
Form vs Function
Cognitive Behavioural models
Ecological Approaches
Form vs Function
Understanding reason behind SNA is more important than categorising it by form (i.e truancy, refusal, withdrawal)
Kearney and Silverman (1990) functional model identifies 4 key functions of SNA:
Avoidance of school-related anxiety or fear.
Avoidance of social or evaluative situations.
Seeking attention or avoiding separation anxiety.
Access to more enjoyable activities outside school.
Helps to aid interventions
Cognitive Behavioural Models
Highlights the role of maladaptive thoughts and beliefs
For example, low self-efficacy, fear of academic failure, or catastrophic thinking can contribute to avoidance behaviour (Heyne et al., 2005).
CBT’s effectiveness in addressing anxiety-driven SNA is well-documented (King & Bernstein, 2001) but is not universally successful, particularly for adolescents
Ecological Approaches
Emphasizes the interaction between the child’s personal qualities and environmental factors, such as family dynamics, school climate, and community influences (Bronfenbrenner & Morris, 2007).
Research underscores how systemic factors, such as poor teacher-student relationships or bullying, can exacerbate SNA (Lauchlan, 2003).
Evidence based Interventions
CBT
Behaviourist strategies
Ecological Interventions
Trauma-Informed Practice
CBT
Combining techniques such as cognitive restructuring and gradual exposure. Wider evidence supports its efficacy, particularly for younger children (Heyne et al., 2019).
However:
Outcomes are often weaker for entrenched cases, particularly in adolescents who may defy parental or school efforts (Heyne, 2022).
Approximately 60% of children exhibit persistent anxiety post-intervention, suggesting that CBT alone is insufficient
Behaviourist Strategies
Operant conditioning and reinforcement-based strategies have shown success in shaping attendance behaviours.
For instance, systematic desensitization, reduces anxiety by gradually exposing the child to school environments
The principles of positive reinforcement are key in fostering attendance behaviours, supported by small-scale studies and professional practice (Gulliford & Miller, 2023).
Ecological Interventions
Address SNA by working across multiple systems: child, family, school, and community
This is echoed by Melvin et al. (2019), who advocate for multi-systemic therapy to tackle the complex, interrelated factors contributing to SNA.
Improving school connectedness through supportive teacher-student relationships (Lauchlan, 2003)
Trauma-Informed Practices
Trauma-informed frameworks are increasingly recognized as essential, particularly for children with adverse childhood experiences (Stempel et al., 2017).
Things such as bullying or family disruptions (divorce) can heighten vulnerability
Challenges in understanding and Addressing SNA
Heterogeneity of SNA
Evidence Gaps
Ethical and Practical Dilemmas
Heterogeneity of SNA
Emotionally-based school avoidance (EBSA) differs markedly from truancy or parental withdrawal, necessitating tailored interventions
Heyne et al. (2019) argue that focusing solely on anxiety may oversimplify cases, as many children face multifaceted challenges, such as social isolation, academic pressures, and family conflicts.
Evidence Gaps
There is limited evidence on early intervention and prevention.
Chu et al. (2019) highlight the need for proactive measures to identify and support at-risk children before non-attendance becomes entrenched.
Ethical and Practical Dilemmas
Forced or rapid returns to school may exacerbate distress and lead to further withdrawal (Maeda & Heyne, 2019). The importance of gradual reintegration plans, combining therapeutic support with systemic changes in the school environment
Implications for Educational Psychologists
Conduct comprehensive assessments
Advocate for Multi-Tiered Interventions
Promote Systemic Change
Support Preventative Efforts
Conduct Comprehensive Assessments
Using functional analyses to uncover the underlying reasons for SNA.
Employing trauma-informed assessments to identify adverse experiences (Stempel et al., 2017).
Advocate for Multi-Tiered Interventions
Combining individual, family, and school-level interventions, such as CBT, family support, and school reintegration plans
Brewer-Borghuis et al. (2019) advocate for alternative provisions where mainstream education is unsuitable.
Promote Systemic Change
EPs can collaborate with schools to improve climate, enhance teacher-student relationships, and address bullying (Nuttall & Woods, 2013).
Support Preventative Efforts
Early identification of risk factors, such as family stress or academic difficulties, is crucial for preventing chronic SNA (Melvin et al., 2019).
Kearney and Silverman 1990 Crit ev
Strengths:
Provides a robust framework for understanding the underlying causes of SNA rather than just categorizing behaviors by form.
Its emphasis on function allows for individualized, targeted interventions, making it highly practical for educational psychologists (EPs).
Criticism:
Oversimplifies complex cases of SNA, as children often present multiple overlapping functions. Multifunctionalism can complicate intervention strategies (Kearney, 2007).
Critics argue that it leans heavily on behaviorist principles, which may inadequately address deeper emotional or systemic factors
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Heyne et al 2019 crit ev
Strengths:
Establishes CBT as a cornerstone of intervention for anxiety-driven school refusal, especially in younger children.
Highlights the importance of multi-systemic approaches for more entrenched cases, validating ecological models.
Criticism:
CBT alone is insufficient for many children, with significant numbers (~40–60%) showing persistent anxiety and limited attendance improvements.
Evidence gaps exist regarding long-term efficacy and preventive measures.
Bronfenbrenner and Morris 2007 crit ev
Bronfenbrenner’s model is invaluable for understanding the complexity of SNA and designing holistic, sustainable interventions. However, practical implementation requires balancing systemic considerations with immediate, focused support for the child
Stempl et al 2017 crit ev
Strengths:
Highlights the critical impact of trauma on SNA, providing strong support for trauma-informed interventions.
Reinforces the need for early identification and intervention to address ACE-related vulnerabilities.
Criticism:
Correlational design limits causal inferences, and interventions based on ACE findings are often too generalized.
Focus on individual trauma may neglect systemic or school-based factors that exacerbate SNA.
